Grolnick W S, Ryan R M
University of Rochester, New York.
J Learn Disabil. 1990 Mar;23(3):177-84. doi: 10.1177/002221949002300308.
This study examined the self-perceptions, motivational orientations, and classroom adjustment of children with learning disabilities (LD), matched-IQ non-LD, randomly selected non-LD, and low achieving children. Elementary-age children (N = 148; 37 from each group) completed domain-specific measures of their self-concepts, perceptions of control, and motivation. Teachers rated children on motivational and competence indices and classroom behavioral adjustment. Comparisons among groups indicated that children with LD were lower in perceived cognitive competence and academic self-regulation relative to the nondisabled control groups, but were comparable to the low achieving children. Children with LD were most likely to perceive academic outcomes as controlled by powerful others. No group differences were found for general self-perceptions of control or competence. Teacher ratings of children with LD were more discrepant from those of comparison groups than were self-ratings of children with LD. The results suggest the need for matched-IQ and low achieving control groups in research on children with LD. The origin and role of both environmental inputs and self-perceptions in the adjustment of students with LD are discussed.
本研究考察了学习障碍（LD）儿童、匹配智商的非学习障碍儿童、随机选取的非学习障碍儿童以及成绩较差儿童的自我认知、动机取向和课堂适应情况。小学阶段儿童（N = 148；每组37名）完成了关于自我概念、控制感和动机的特定领域测量。教师对儿童的动机和能力指标以及课堂行为适应情况进行了评分。组间比较表明，与非残疾对照组相比，学习障碍儿童在认知能力感知和学业自我调节方面较低，但与成绩较差儿童相当。学习障碍儿童最有可能将学业结果视为由有影响力的他人控制。在控制感或能力的总体自我认知方面未发现组间差异。与学习障碍儿童的自评相比，教师对学习障碍儿童的评分与对照组的评分差异更大。结果表明，在对学习障碍儿童的研究中需要有匹配智商和成绩较差的对照组。讨论了环境输入和自我认知在学习障碍学生适应过程中的起源和作用。
